Good practice in inviting students to reflect.
Archipelago Educators Meeting XIII
Select Language
Pleasant reflection with sticky note
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
In February 2021, Learning in class is still through the conversation group WA can already involve all class students 6 and children can remain in the group. But when I have started learning face-to-face, my PJJ class starts with greetings, only 1-2 people who respond even sometimes not totally responded to. Discussion Conversation Almost Working 1 The only direction I commented by myself.
When the learning is not responded to in class, I feel like kids no one understands the lessons I give. Children are present in class but as if their minds are not in class.
When I ask about the lesson, Many children are silent. Children are not yet familiar with teachers and also because of the effects of the length of PJJ.
I want to learn in class active, Students actively express their opinions and discussions in class can run lively.
However, The challenges that I face in class six in the form of children seem passive and do not pay attention to learning. The class feels lonely and only I speak alone. I do not know who students who already understand or just do not understand learning.
I feel that class conversations are difficult to develop because children are not so responding to pantikan and my greeting. Many children who did not respond during the discussion claimed they did not understand when the assessment was given. I have to repeat explaining the elaboration of information that has been discussed since the beginning of learning for the child.
I see children still do not understand the learning flow because PJJ is too long and has now started a limited PTM. The children began to not get used to expressing their opinions directly.
Respond to problems and challenge, I tried to open aspirations for the learning line agreement. I facilitate students to make reflections after each learning:
- Prepare sticky note
- Share Sticky Note at the end of each learning
- Provide feedback on student reflection
I teach students to express what they feel, They understand and what students want in learning.
To motivate children to respond to discussions, I always respond to their comments with feedback as soon as possible. The feedback that I gave in the form of positive praise.
Students apparently have a lot of thoughts in their minds. When the students write on the sticky note, it turns out they can give an opinion. I know what they feel, what they want or what they understand. Because sometimes what is not said to be spoken with words can be written well by students.
Many positive comments I got from children. "I like to write on sticky note bu", said Nazif. “Learning like this is fun. I also know what friends feel ", kata rayna. “It's fun. This is the first time there is a teacher who told us to write what we feel and what Kai wants ", Cut Deborah.
I think students start slowly learning how to make reflections on what they understand. What they feel and what they want. I still want to improve the ability of students to reflect, Because as the saying goes "Learning Without Reflection is in vain, Reflection without learning is dangerous ".
Curator Note
[custom_field field="Note_kurator"]
Pleasant reflection with sticky note
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice in inviting students to reflect.
Good practice elaboration
In February 2021, Learning in class is still through the conversation group WA can already involve all class students 6 and children can remain in the group. But when I have started learning face-to-face, my PJJ class starts with greetings, only 1-2 people who respond even sometimes not totally responded to. Discussion Conversation Almost Working 1 The only direction I commented by myself.
When the learning is not responded to in class, I feel like kids no one understands the lessons I give. Children are present in class but as if their minds are not in class.
When I ask about the lesson, Many children are silent. Children are not yet familiar with teachers and also because of the effects of the length of PJJ.
I want to learn in class active, Students actively express their opinions and discussions in class can run lively.
However, The challenges that I face in class six in the form of children seem passive and do not pay attention to learning. The class feels lonely and only I speak alone. I do not know who students who already understand or just do not understand learning.
I feel that class conversations are difficult to develop because children are not so responding to pantikan and my greeting. Many children who did not respond during the discussion claimed they did not understand when the assessment was given. I have to repeat explaining the elaboration of information that has been discussed since the beginning of learning for the child.
I see children still do not understand the learning flow because PJJ is too long and has now started a limited PTM. The children began to not get used to expressing their opinions directly.
Respond to problems and challenge, I tried to open aspirations for the learning line agreement. I facilitate students to make reflections after each learning:
- Prepare sticky note
- Share Sticky Note at the end of each learning
- Provide feedback on student reflection
I teach students to express what they feel, They understand and what students want in learning.
To motivate children to respond to discussions, I always respond to their comments with feedback as soon as possible. The feedback that I gave in the form of positive praise.
Students apparently have a lot of thoughts in their minds. When the students write on the sticky note, it turns out they can give an opinion. I know what they feel, what they want or what they understand. Because sometimes what is not said to be spoken with words can be written well by students.
Many positive comments I got from children. "I like to write on sticky note bu", said Nazif. “Learning like this is fun. I also know what friends feel ", kata rayna. “It's fun. This is the first time there is a teacher who told us to write what we feel and what Kai wants ", Cut Deborah.
I think students start slowly learning how to make reflections on what they understand. What they feel and what they want. I still want to improve the ability of students to reflect, Because as the saying goes "Learning Without Reflection is in vain, Reflection without learning is dangerous ".
Curator Note
[custom_field field="Note_kurator"]
Pleasant reflection with sticky note
Good practice before revised
[Revision_teru]
Good practice elaboration
In February 2021, Learning in class is still through the conversation group WA can already involve all class students 6 and children can remain in the group. But when I have started learning face-to-face, my PJJ class starts with greetings, only 1-2 people who respond even sometimes not totally responded to. Discussion Conversation Almost Working 1 The only direction I commented by myself.
When the learning is not responded to in class, I feel like kids no one understands the lessons I give. Children are present in class but as if their minds are not in class.
When I ask about the lesson, Many children are silent. Children are not yet familiar with teachers and also because of the effects of the length of PJJ.
I want to learn in class active, Students actively express their opinions and discussions in class can run lively.
However, The challenges that I face in class six in the form of children seem passive and do not pay attention to learning. The class feels lonely and only I speak alone. I do not know who students who already understand or just do not understand learning.
I feel that class conversations are difficult to develop because children are not so responding to pantikan and my greeting. Many children who did not respond during the discussion claimed they did not understand when the assessment was given. I have to repeat explaining the elaboration of information that has been discussed since the beginning of learning for the child.
I see children still do not understand the learning flow because PJJ is too long and has now started a limited PTM. The children began to not get used to expressing their opinions directly.
Respond to problems and challenge, I tried to open aspirations for the learning line agreement. I facilitate students to make reflections after each learning:
- Prepare sticky note
- Share Sticky Note at the end of each learning
- Provide feedback on student reflection
I teach students to express what they feel, They understand and what students want in learning.
To motivate children to respond to discussions, I always respond to their comments with feedback as soon as possible. The feedback that I gave in the form of positive praise.
Students apparently have a lot of thoughts in their minds. When the students write on the sticky note, it turns out they can give an opinion. I know what they feel, what they want or what they understand. Because sometimes what is not said to be spoken with words can be written well by students.
Many positive comments I got from children. "I like to write on sticky note bu", said Nazif. “Learning like this is fun. I also know what friends feel ", kata rayna. “It's fun. This is the first time there is a teacher who told us to write what we feel and what Kai wants ", Cut Deborah.
I think students start slowly learning how to make reflections on what they understand. What they feel and what they want. I still want to improve the ability of students to reflect, Because as the saying goes "Learning Without Reflection is in vain, Reflection without learning is dangerous ".